KGPS | News and Blog - Katherine Goodsellhttp://www.katherinegoodsell.co.uk/blog/Tue, 24 Feb 2015 17:42:36 +0000en-GBSite-Server v6.0.0-18123-18123 (http://www.squarespace.com)News, articles, research and opinion relating to psychology, criminology, <br/>autism, mental health and special educational needs. Discussing local <br/>interests as well as highlighting global issues. New Artwork | couples collectionArtworkthe EditorWed, 24 Sep 2014 15:31:14 +0000http://www.katherinegoodsell.co.uk/blog/new-artwork-couples-collection514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:5422e2b0e4b0a31688c9f91aPart of our new artwork, "the edge" from the Couples Collection. Artwork
that focusses on relationships and love.We are always looking to express the services we offer through art and this month sees the launch of a new collection.

from the Couples Collection, "the edge"

Couples Collection | the edge

]]>New Artwork | couples collectionIncrease in number of special school pupils reverses trend towards inclusionEducationthe EditorFri, 15 Aug 2014 15:53:19 +0000http://www.katherinegoodsell.co.uk/blog/increase-in-number-of-special-school-pupils-reverses-trend-towards-inclusion514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:53ee2b99e4b020d5c7fa31b3An increase in the number of pupils in special schools has provided
evidence of a reversal of a 30-year trend towards inclusion.

101,590 in Special Schools last year

An increase in the number of pupils in special schools has provided evidence of a reversal of a 30-year trend towards inclusion.

The figures have sparked fears that the pressure to raise standards means that mainstream schools are becoming more reluctant to offer places for children with special needs.

Since 2007 there has been an increase of 8,475 in the number of pupils in special schools, reaching 101,590 last year, research shows.

Although the total number of pupils has also risen over this period, the proportion of all pupils in special schools has also gone up, from 0.75 per cent in 2007 to 0.80 per cent last year, an increase of nearly seven per cent over six years.

Brahm Norwich, professor of educational psychology and special educational needs at the University of Exeter, who carried out the analysis on Department for Education statistics, said that the increase was the first sign of a reversal of the trend to reduce places in special schools.

The trend towards inclusion of children with special needs in mainstream schools had seen the proportion of pupils in special schools steadily fall from around 1.7 per cent in 1982, before levelling off in the early years of this century and then rising from 2007 onwards.

“It is a small increase but it is significant because it is the reversal of a 30-year trend,” said Professor Norwich.

A number of local authorities have embarked on an expansion of special school places, citing the increased survival rate of premature babies as a reason for the growing demand, but Professor Norwich said this was unlikely to be behind the recent rise.

“That is a longer-term trend,” he said. “That has been around for 20 years and was happening even while special school numbers were on the decline.”

Instead, he attributed the increase to a change in the political climate away from inclusion. Schools are coming under greater pressure to raise standards, leaving less room for children with special needs.

“If you are taking on children who are more challenging to teach, they’re not going to contribute to higher progression rates,” he said.

Artemi Sakellariadis, director of the Centre for Studies on Inclusive Education, which commissioned the analysis, said it highlighted a potentially worrying trend.

“If you want people to become part of society they have got to go to school together,” she said. “My hunch is we will see this figure rising in the future because of the bias against inclusion.”

She said many local authorities claimed more parents were choosing to send their children to special schools, but this had to be seen in the context of mainstream schools becoming increasingly unwilling to take them.

“You can’t ignore the context that more mainstream schools are saying to parents that they can’t meet their needs,” she said. “If you find a closed door everywhere you look that is not really a choice at all.”

Sean Stockdale, spokesman for the National Association of Special Educational Needs, said the new SEN code of practice, to be introduced from September, supported both inclusion and listening to the wishes of parents.

“We need to ensure that the drive to raise standards doesn’t become an informal system where parents are nudged towards special schools and headteachers are disincentivised to take children who could be included but could go against their efforts to improve results,” he said.

“We have freedom of choice, but we need to have enough checks and balances so it doesn’t become a downgraded service.”

]]>Increase in number of special school pupils reverses trend towards inclusionDieting leaves some people 'feeling depressed'CounsellingMental HealthResearch & Studythe EditorFri, 15 Aug 2014 15:44:34 +0000http://www.katherinegoodsell.co.uk/blog/dieting-leaves-some-people-feeling-depressed514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:53ee29a9e4b0b335a20d98ef"It's official; dieting does make us depressed"from NHS Choices, 8th August 2014

"It's official; dieting does make us depressed," laments the Mail Online, following the publication of a study on how losing weight affects a person’s mood.

Healthy Diet, Healthy Mind

A study of 1,979 overweight and obese people found that those who lost 5% of their bodyweight were nearly twice as likely to feel some symptoms of depression, compared with those who stayed a similar weight.

As expected, it found that losing weight reduced the risk of high blood pressure and lowered levels of fats in the blood, thereby benefiting their health.

However, people who lost weight over the course of the four-year study were 78% more likely to report feelings of being in a “depressed mood” compared with participants whose weight remained stable.

Despite the headlines, the study did not prove that weight loss caused a depressed mood, as the weight loss and the change in mood occurred over the same time period.

Further studies will be needed to establish whether weight loss can cause a depressed mood.

How participants lost weight was not reported, so we can’t tell if they followed any particular diet or physical activity regime that lowered their mood. As a result, the Mail Online’s headline of “Dieting DOES make us depressed – even though we're healthier” is not justified, based on this study.

Overall, this study suggests that spontaneous weight loss is beneficial for people’s health, but the psychological effects are less clear – and potentially negative. These results may be worthy of further investigation.

Where did the story come from?

The study was carried out by researchers from University College London (UCL). It was funded by the National Institute on Aging and a consortium of UK government departments coordinated by the Office for National Statistics (ONS).

The assertion that it is “official” that “Dieting DOES make us depressed – even though we're healthier” is not justified based on this study. This is because the study did not assess depression, and we have no evidence that the people went on a diet to lose weight. They could equally have eaten the same foods as they usually do and increased their exercise a little. How the people lost weight was not reported.

What kind of research was this?

This was a cohort study looking into the physical and psychological effects of weight loss in overweight or obese adults aged 50 years or older.

The researchers flag up how weight-related diseases, such as diabetes and cardiovascular disease, are on the rise, with health organisations worldwide advising overweight and obese adults to reduce their body weight. The physical benefits of weight loss are well established, but the psychological benefits are less clear.

Studies on individuals have found positive psychological benefits, but large population studies have not. This, the authors thought, might be due to the inclusion of healthy-weight individuals who have never had to lose weight.

The research group decided to examine changes following weight loss in a cohort of exclusively overweight/obese adults, to see whether there were psychological gains masked in previous studies.

What did the research involve?

The team collected information from 1,979 overweight and obese adults (BMI equal to or higher than 25kg/m2; age 50 and above), free of long-standing illness or clinical depression at baseline, recruited from the English Longitudinal Study of Ageing. During a four-year period, researchers monitored their weight, blood pressure and the level of lipids (fatty substances) in their blood, as well as their mood and wellbeing.

The main analysis looked at whether there were any differences in psychological measures between those who lost weight, compared to those who didn’t.

Participants were grouped according to four-year weight change:

participants losing 5% or more in weight

participants gaining 5% or more

participants whose weight didn’t move up or down by more than 5%

The main measures of psychological wellbeing used were:

depressed mood (eight-item Center for Epidemiologic Studies Depression score four or more, includes questions like "Over the last week have you felt sad?" with yes/no response options)

low wellbeing (scoring less than 20 on the Satisfaction With Life Scale score)

The main analysis controlled for the effects of age, sex, wealth, weight loss intention, major life events that might be stressful, and impact on weight and wellbeing, as well as their health at the start of the study.

What were the basic results?

Around 15% of people in the overweight and obese group lost 5% or more of their bodyweight over the four-year period, and a similar proportion gained 5% or more. The vast majority, however, remained a similar weight.

Psychological wellbeing deteriorated (increased rates of depressed mood and low wellbeing) between the start of the study and follow-up across all three weight-change groups.

People who lost 5% or more of their body weight were nearly twice (78%) as likely to report feelings of a depressed mood compared to those whose weight remained stable (odds ratio [OR] = 1.78 [95% CI 1.29-2.47]). When this was adjusted for the effect of life events the odds ratio fell slightly to OR 1.52, 95% CI 1.07-2.17).

The proportion of adults with low wellbeing also increased more in the weight loss group, but the difference was not statistically significant (OR = 1.16, 95% CI 0.81-1.66). In some of the subsequent analysis, weight loss was significantly linked to a lower wellbeing.

The same results were observed when the researchers accounted for illness and life stress during the weight loss period.

How did the researchers interpret the results?

The researchers concluded that “weight loss over four years in initially healthy overweight/obese older adults was associated with reduction in cardio-metabolic risk, but no psychological benefit, even when changes in health and life stresses were accounted for. These results highlight the need to investigate the emotional consequences of weight loss”.

Conclusion

This study indicates that overweight or obese people aged over 50 who lose more than 5% or their body weight over four years reap physical benefits, but do not appear to reap psychological benefits; in fact they had worse ratings of “depressed mood” than the people who maintained a stable weight.

The study population is broadly representative of the UK population over the age of 50, and the analysis was appropriate. However, there are limitations to consider when interpreting these findings.

Firstly, the reasons behind the weight loss were not documented – e.g. spontaneous increase in exercise or referral from GP to a weight loss programme. Some reports in the media suggested the low mood might be due to the punitive diets some people might be trying in order to lose weight. However, without more information on the nature and cause of the weight loss, this is pure speculation.

The researchers usefully highlighted the three possible explanations of their results – all of which are plausible, and none can be completely confirmed or dismissed based on this study alone.

weight loss causes depressed mood

depressed mood causes weight loss

weight loss and depressed mood share a common cause

In terms of point one, the authors note that long-term maintenance of weight loss is notoriously hard, with many people failing to keep the weight off. They speculate that this may be a sign of personal costs, strains and difficulties in achieving this, which could affect a person’s mood. This suggests a plausible but unproven mechanism by which weight loss could be a psychological challenge influencing mood and wellbeing.

In terms of point two, depressed mood may cause weight loss directly or indirectly through changes in appetite or level of physical activity. The design of the study means it was not possible to establish which came first: weight loss or depressed mood.

In terms of point three, some of the obvious common causes of weight loss and low mood include major life events, such as separation or divorce from a partner, or developing an illness – both of which were covered in the analysis. Even though these factors were partially ruled out as a common cause, we cannot rule out other factors as a potential explanation for the results.

Like all cohort studies, some factors may not have been accounted for or may not have been properly measured. A potential confounder in the present study, as noted by the authors, was the presence of underlying disease causing both weight loss and depressed mood. The analysis adjusted for limiting long-standing illness, but this was self-reported rather than diagnosed, so may not be a wholly accurate measure of health status.

Overall, this study suggests that spontaneous weight loss is beneficial for people’s health, but the psychological effects are less clear, and potentially negative. These results may be worthy of further investigation.

]]>Dieting leaves some people 'feeling depressed'Self Help Guides | anger managementSelf Help GuidesCounsellingthe EditorTue, 12 Aug 2014 10:11:11 +0000http://www.katherinegoodsell.co.uk/blog/self-help-guides-anger-management514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:53e9d2d8e4b0575d7db2ba67Self Help Guide | anger management
Information on how you can recognise when you may be having difficulty in
managing your aggression levels. What is anger?

Dont let your anger control you | let us help you manage it

Anger is a normal, healthy emotion. But managing anger can be a problem for many people who find it difficult to keep their anger under control.

But anger doesn’t have to be a problem. “You can control your anger with the correct intervention and support.” says forensic psychologist, Katherine Goodsell, a specialist in anger management. “It can be challenging to master, but once controlled you feel more confident in yourself and can make those around you more comfortable.”

Recognising anger

Recognising when your anger is being to control you is the first step in managing it

You become frustrated over things that ordinarily may not bother you. Your heart beats faster and you breathe more quickly. You might also notice other signs, such as tension in your shoulders or clenching your fists. "If you start feeling this way you should remove yourself from the situation immediately,” says Katherine.

Immediate self intervention

Take responsibility - you and only you are responsible for your actions

Walk away into another room, the bathroom, outside into fresh air

Count to ten - sounds silly but it does work

Breath Slowly - focus on each breath

Concentrate on a positive emotion or experience - something that makes you happy

Imagine you are giving advice to someone in the exact same situation - what would you be telling them?

Medium term intervention

Regular Exercise

Regular daily exercise can help bring down stress levels and re focus your mind on more positive thoughts.

Take care of your body and mind

Ensure you are getting regular sleep

Avoid excessive amounts of alcohol as this can lower inhibitions which help support our decision making in situations where anger presents itself.

Try proven relaxation techniques such as yoga, running, swimming or other light exercise

Avoid taking drugs as this can also lower your inhibitions.

Get Creative

Put your feelings on paper and read them back to yourself - what can you learn about yourself?

Try painting or writing music - both have been proven to help reduce feelings of anger

Try a new hobby - dancing, climbing, walking

Talk about how you feel

A friend or family member can sometimes give good advice and offer close support

Join our google+ group and discuss openly how you are feeling and get advice and support from others in the exact same situation. Our Principal Psychologist, Katherine Goodsell and Principal Counsellor, Sarah Atkinson-Clark are online to offer advice.

Look at the way you think

“Try to imagine you are looking at yourself from outside your body,” says Katherine. “Listen to how you are communicating, for example how you speak. Thoughts and words such as ‘It’s not fair,’ or ‘People like that shouldn’t be on the roads,’ can make anger worse.”

Thinking like this will keep you focused on whatever it is that’s making you angry. Let these thoughts go and it will be easier to calm down.

Try to avoid using phrases that include:

Always (for example, "You always do that.")

Never ("You never listen to me.")

Should or shouldn't ("You should do what I want," or "You shouldn't be on the roads.")

Must or mustn't ("I must be on time," or "I mustn't be late.")

Ought or oughtn't ("People ought to get out of my way.")

Getting help with anger

KGPS | counselling using CBT

We have trained and experienced staff to offer effective interventions and support to help you manage your anger more effectively. We can provide one to one counselling sessions using CBT to help create change with your processing and management of anger.

Consultations with our Principal Psychologist can provide you with a tailored and personal anger management programme for us to work with you through.

For more information call us on 01908 766543 or email us at ask@katherinegoodsell.co.uk

KGPS | The Mansion, Bletchley Park

]]>Self Help Guides | anger managementDepression - practically speakingCounsellingthe EditorFri, 08 Aug 2014 08:54:31 +0000http://www.katherinegoodsell.co.uk/blog/depression-practically-speaking514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:53e48e64e4b0392a2711b810Depression - What is this condition that affects 1 in 4 of the population
at some point, can it be tackled and what steps can be taken?

When asked to describe depression, suffers used words like ‘hell’, ‘hopeless’, ‘ghost’, ‘loss’ and one said, ‘Just wanting to stand in a field and scream your head off – but you don’t know why’. What is this condition that affects 1 in 4 of the population at some point, can it be tackled and what steps can be taken?

One might describe depression as a persistent low mood, where the sufferer does not feel good about themselves or their lives and may find it difficult to control their emotions (tearful, irritable, angry). They often feel anxious and do not get any real enjoyment out of life despite any obvious pleasures they may have (good job, money, loving family etc.) Anyone with these symptoms should talk to their doctor to get a proper diagnosis and they can help you to choose a suitable treatment.

Can I recover from depression?

Like the great majority, of clients, with the right treatment you can make a full recovery and be back to your normal self. Many people will undergo several therapies designed to manage the symptoms that you are feeling and to help you recover and cope in the future. A common combination will be antidepressant medication and counselling, which will help you to uncover the process and mechanisms that your depression and anxiety is using allowing you to take control once more.

Often we are resistant to taking up treatment, we feel obligated to put on a happy face, to keep going for others, even when that is the last thing that we want to do. It is very rare for us to take the time for ourselves, to sit down and talk openly and honestly about how we are feeling - it's much easier to bottle it all up. Yet if we take no action how are things to improve? What actual things are we likely to have to do or change?

How can you take action?

It is likely that your GP will talk to you about the benefits of antidepressant medicine and it is worthwhile exploring the benefits and any fears you may have with your doctor.

Other treatments are likely to be suggested as well, talking therapies like counselling have been shown to be very effective in countering depression and helping clients recover quickly. These work by looking at what has been happening from your point of view (without judging you) and seeing if there are different perspectives or different ways of looking at situations or problems. In practical terms this changes your awareness of how you process your world and enables you to see a different perspective in addition to the narrow perspective that the depressed thinking was offering. The therapist will also work with you to ensure that you have those skills going into the future.

Depression in children

Clients are often surprised at the small changes that they can make that make a big difference. Depression often makes us care less about ourselves, we dress less well, we eat poorly and we don’t exercise. Simply changing these things, going for a walk each day, eating more healthily and looking after yourself have all been shown to make a difference to the mood of those with depression. They are all in your control and cheap if not free. While the initial motivation can be hard, the boost from the achievement will be a positive force in your recovery.

In conclusion, depression is a mood disorder that has the capacity to enter and disrupt every corner of our lives. Its vice like grip can be hard to break free of. Yet with the help of doctors, counsellors and yourself you can break free, like many who have gone before.

]]>Depression - practically speakingTexting: The 10 Commandments for RelationshipsCounsellingthe EditorFri, 08 Aug 2014 08:29:20 +0000http://www.katherinegoodsell.co.uk/blog/texting-the-10-commandments-for-relationships514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:53d91f5de4b093e7ba4f707aTexting has become the easiest way for most of us to communicate with those
we love.
A light hearted blog post by Steve Litt provides some top tips when texting
those we love.by @SteveLittAdvice on Saturday, April 19th, 2014

Texting has become the easiest way for most of us to communicate with those we love.

Texts are simple, quick and direct. The biggest problems with texting is that it can cause damage to relationships and to lives when the texting is done by a driver.

They don’t yet have ads on the margins. You don’t have to have to have minutes of chit chat. You don’t have to spell well. OMG, you don’t have to sort through spam. Texts can now be generated by voice from smartphones.

Two Additional problems: Texts can’t be blocked easily and whatever you text will be out in the universe forever.

The number of texts generated in a day across the world is growing exponentially.

This rapid growth requires a set of rules for texting. Let me give you 10 rules I’ve learned as a therapist and a text junkie. Maybe these will help.

10 Commandments of Relationship Texting

Don’t you feel privileged?

Don’t text when you’ve been drinking. This is mandatory and I’m sure you’ll agree to use my new (yet to be developed) app that has a built in breathalyser control on the text function.

Text only simple messages regarding time, distance, addresses and simple questions like “Do we need more milk? I’m at the store.” Remember this: “You never loved me” is not a simple message meant for text.

Avoid text arguments. No one knows what tone of voice or inflection you mean when you text WTF. It’s like those ink blot tests; anyone can read into whatever they want. Text wars leave many casualties. Same for email wars.

Read the text before you send it.(See Rule 1) Autofill can make you sound stupid and sometimes mean.

Don’t text when you’re angry or lonely. There is no doubt that texting when you’re angry feels good. Screaming “take that” as you forcefully stab the send button feels soooo good.

Don’t break up with someone via text and don’t try to explain it in a 6000 word text.

Don’t save nasty texts from your significant other and show them to your friends and family. She said, He said is not useful to anyone. It also makes you look bad.

Never text anything sexual. A recent Time magazine survey found that close to 10% of US males admit to arranging adulterous hookups, via text. In India it was 37%. Between Sexting and adultery it is not smart to do either. Politicians, please note this rule.

Texting on the toilet is OK. (See Rule 1) Just don’t tell us that you’re on the toilet. Please! Phone calls on the toilet are not OK, EVER!!

This is the most important of all the rules. Don’t text while driving or don’t send a text to someone you know is driving at the time. Someone could die. Nothing is so important that it can’t wait for you to pull over to a safe place before texting.

]]>Texting: The 10 Commandments for RelationshipsSo how can counselling help me?Counsellingthe EditorTue, 29 Jul 2014 16:28:19 +0000http://www.katherinegoodsell.co.uk/blog/so-how-can-counselling-help-me514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:53d7c70ee4b02e0f77c687afSo what is counselling? do I need it? What happens during 'a session'. A
short article that answers these questions and more. Counselling is a type of talking therapy that allows a person to talk about their problems and feelings in a confidential and dependable environment.

A counsellor is trained to listen with empathy (by putting themselves in your shoes). They can help you deal with any negative thoughts and feelings that you have.

Relationship counselling by KGPS | milton keynes

Sometimes, the term 'counselling' is used to refer to talking therapies in general, but counselling is also a specific type of therapy in its own right.

How can counselling help?

Counselling aims to help you deal with and overcome issues that are causing pain or making you feel uncomfortable.

It can provide a safe and regular space for you to talk and explore difficult feelings. The counsellor is there to support you and respect your views. They will not usually give advice, but will help you to find your own insight and understanding of your problems.

Counselling can help you to:

Cope with a bereavement or relationship breakdown

Cope with redundancy or work-related stress

Explore issues such as sexual identity

Deal with issues that are preventing you from achieving your ambitions

Deal with feelings of depression or sadness, and have a more positive outlook on life

Understand yourself and your problems better

Feel more confident

Develop a better understanding of other people's points of view

Counselling can often involve talking about difficult or painful feelings and, as you begin to face them, you may feel worse in some ways. However, with the help and support of your therapist, you should gradually start to feel better.

In most cases, it takes a number of sessions before the counselling starts to make a difference, and a regular commitment is required to make the best use of the therapy.

What to expect from counselling

During your counselling sessions, you will be encouraged to express your feelings and emotions freely. By discussing your concerns with you, the counsellor can help you to gain a better understanding of your feelings and thought processes, as well as identifying ways of finding your own solutions to problems.

The counsellor may encourage you to identify issues and, if appropriate, take personal responsibility for them. They will be able to help you recognise the effects of other people and their actions, and explore alternative ways of coping with them.

It can be a great relief to share your worries and fears with someone who acknowledges your feelings and is able to help you reach a positive solution.

Trusting your counsellor

A good counsellor will focus on you and listen without judging or criticising you. They may help you find out about how you could deal with your problems, but they should not tell you what to do.

For counselling to be effective, you need to build a trusting and safe relationship with your counsellor. If you feel that you and your counsellor are not getting on, or that you are not getting the most out of your sessions, you should discuss this with your counsellor.

If the situation does not improve, or your counsellor is dismissive or unwilling to discuss the issue, it is perfectly acceptable to look for another counsellor with whom you feel more comfortable.

KGPS Counsellor | Sarah Atkinson-Clark

If you are seeing an NHS counsellor who is attached to your GP surgery, your GP may be able to arrange for you to see another NHS counsellor. Alternatively, you could pay to see a private counsellor.

Who provides psychological therapies?

As counselling involves talking about sensitive issues and revealing personal thoughts and feelings, your counsellor should be experienced and professionally qualified.

Different healthcare professionals may be trained in counselling or qualified to provide psychological therapies. These include:

Counsellors – trained to provide counselling to help you cope better with your life and any issues you have

Thanks Alan [Wood, President of ADCS and Director of Children’s Services at Hackney Council]. It’s a pleasure to be back here with you again this year in this magnificent Edwardian baroque Mancunian venue.

Congratulations, once again Alan, on your appointment. And a big thanks for the work you’ve done so far to help us on issues like Doncaster and Birmingham.

It’s recognition also, I think of how much you bring to the role, not least, of course, dare I say, in giving more airtime to your experience of transforming education and children’s services in Hackney. So I’m very much looking forward to continuing to work with you and the ADCS in the coming months. And I echo what has been said: that ADCS is an important and significant organisation whose support and challenge I’ve greatly valued, and will continue to do so.

And as well as drawing on your own strengths and passion, Alan, I know that you’ll want to build on Andrew Webb’s [previous President of ADCS] excellent work over the past year. And I want to say how much personally I’ve appreciated the dedication and leadership Andrew has shown, particularly on adoption - something particularly close to my heart - and family justice.

And also in his work with my department and Cafcass in developing a social work evidence template, as endorsed by the Family Justice Board. I think this is going to be a really important tool in our continued drive to reduce delays and ensure that our family courts work better for vulnerable children. It’s good to see the sector taking the lead on this.

So I wish Andrew the very best as he continues his important work in Stockport and beyond. Also I want to add thanks to CYPNow who I think have provided fair, open reporting and critique of our work in central and local government with children and families.

Now, I know that many of you’ll be expecting me to focus on children’s services and social work. And it’s true that there’ve been some important improvements, which are often overlooked, as well as developments; most notably, the recent move to give local authorities the freedom to delegate social care functions to mutual, community interest companies and other not-for-profit organisations.

It’s no secret that there were some concerns that these freedoms could open the door to profiteering by the private sector. We listened to those views and I believe we’ve struck a good balance - between giving you the same freedom as we give other professionals in health and education, to innovate and raise standards, whilst ensuring that the same safeguards and accountabilities apply.

Of course, how - and even if - councils use these freedoms is entirely in their hands. But I’m in no doubt that there’s a fantastic opportunity here to increase the capacity of the system, as well as the diversity and quality of services - something I know your president has also recognised and supported.

So, wherever possible, I urge you to grab it with both hands and make it work for you in your pursuit of excellence in services for children.

But innovation doesn’t have to involve delivering services outside the local authority. As Alan said, the new children’s social care innovation programme is looking to support a variety of approaches.

Just earlier this week you will be aware that I announced the first full award from the programme of £4 million to the London triborough to enable them to completely redesign how they deliver children’s social care from within and from top to bottom, so that professionals can spend more time with children and families and so practice is rooted in greater expertise and evidence. As one manager there commented last week, “We’re simply thrilled. It’s the first time ever that government has given us money and really allowed us to think for ourselves”.

So I encourage you all to come forward with ideas that break new ground and help us do better. That’s what in reality innovation means, and it’s an opportunity for the sector, not a threat. So it’s pleasing that other local authorities are working with us on designing a specialist social work practice specialising in FGM and on setting up third party organisations like mutuals to deliver more effective services.

The mutual model has proven successful right across the range of public services; raising productivity and cutting costs whilst fostering innovation and improving quality for service users. And it’s a model that has the potential to play a central role in this sector too.

But these freedoms and opportunities for innovation are only a part of our push to find new and better ways to serve our most vulnerable children. They also include our reforms to special educational needs (SEN), shaped with the ADCS. And with their introduction fast approaching, that’s what I want to concentrate on today.

These reforms represent big changes for families who only ask for what we all expect for our own children - support to help them develop and thrive.

Support that fits in with their needs and not the other way around.

Support that’s as ambitious for their child as we are for other children.

A system that sees the child and not the label.

And that’s exactly what our reforms are all about.

For too long, families who face big enough challenges already have also found themselves facing - as one mother put it - “an unending battle” with a system that’s supposed to be on their side.

Like you, I want to change that experience for families.

To take us from a system that, despite best efforts, has simply become too complex, fractured and adversarial to one that’s clearer, more joined up and much more focused on children achieving their best.

Which means raising our ambitions much higher - and putting young people and their parents firmly in the driving seat.

The changes we’re making do just that - whether through the new Education, Health and Care (EHC) plans; through the local offer outlining what support is available; or through the requirement for services to co-operate more closely, with a new duty on health to work with local authorities to ensure that any health support that’s agreed in an EHC plan is delivered - even if that means commissioning it specifically.

It’s a radical overhaul that breaks down artificial barriers, and that champions children with SEN as never before from birth right through to adulthood.

Yes, these are big changes for families. And big changes for all of us who support them - particularly for those of you on the ground.

And I do appreciate that it’s easy to make promises from on high when those on frontline are the ones who have to deliver. Which is why I’m determined to do all I can to help you make the new system a success.

As you know, the changes have now been enshrined in the Children and Families Act and the underpinning Code of Practice is currently going through its final stages in Parliament. But this is very much the beginning, not the end of the work that needs to be done.

We all know that the real graft, the effort that ultimately turns lives around, doesn’t happen in Parliament, but in county offices, classrooms, GPsurgeries, nurseries, colleges, playgrounds, not to mention family homes.

Because the truth is, that if it’s to have a real impact, a change in law must go hand in hand with a change in culture - a long-term change that gives much greater priority to children and young people with SEN. That sees us ‘working with’, not ‘doing to’.

These aren’t my words. They’re the words of the local authorities I met last week, many of whom are already driving some really excellent practice - and not just in pathfinder areas, but in other councils too.

They told me that the new arrangements are freeing them to work with parents as they’ve always wanted to - parents who, having been through theEHC assessment and planning process, are also reporting really positive experiences that focus on their children’s strengths rather than their limits.

So we can see that councils can - and are - making these reforms work and, as a consequence, making a tangible difference. And I hope you’ll be encouraged and energised , even inspired by their example as you get ready for roll-out in little over a month’s time.

To that end, I know from my own conversations and visits in recent weeks that many of you have been working hard and committing extra, valuable resources in order to prepare, and I want to say how grateful I am for all your efforts so far.

And the good news is that 95% of councils have told us they’re on track for September and can manage the changes. For authorities who are further behind the curve, I’ve made it my business personally to follow up on their progress. I hope that’s a sign of how important the government considers these reforms to be and our determination to see them improve things on the ground. Because we clearly all want families to be able to transfer smoothly to the new system and take full advantage of everything it has to offer.

And we’ve listened to you to ensure that this transfer happens at a manageable pace over the next 3-and-a-half years. So while we’re pressing the button in September, we’re not talking about an overnight switch.

And we expect that different councils of different sizes and starting points will take different approaches to delivery.

For some, these aren’t such big changes.

In Rochdale, for example, health and social care are already well integrated, and joint commissioning is also well developed in Kent and Wigan.

And in West Sussex and Hartlepool, we can see that personal budgets are doing their bit to really improve the continuity of care between home and school.

But be that as it may, we know that introducing these changes is a challenge - which is why we’re providing support throughout.

It’s why I recently announced an extra £45.2 million of funding in 2014 to 2015 and indicative funding of £31.7 million in 2015 to 2016 to help councils with implementation.

That’s on top of the £70 million SEN Reform Grant that councils can use, with no ring fencing, to work with health and others to deliver these changes.

And I’m also working closely with Dr Dan Poulter, my ministerial colleague at the Department of Health, to ensure that information and advice on implementation is joined-up across health and social care.

On top of that, we’ve also extended the pathfinder champion programme until March 2015, so that local areas can easily draw on lessons from those testing the reforms across 31 local authorities.

And as well as listening to you, we’ve also been listening to parents and young people and taking on board their advice about how we can make the system better.

Families told us that they wanted to be more involved in shaping the support they receive. And we can see that the reforms are helping them do just that.

In Greenwich, families are using short films, written reports and even music about each child to bring their EHC plans to life on secure websites. Parents give professionals working with them access to these personalised sites - sites which also allow professionals to regularly post updates and other useful information. One of the special schools in the area has taken this a step further, and incorporated this imaginative approach into their curriculum.

A terrific example of the kind of innovation and excellence that these reforms are unleashing - and it’s not just restricted to areas testing the reforms.

Wolverhampton isn’t a pathfinder, but has, nevertheless, involved young people and their parents, early on, and got them working in partnership with different agencies to produce a draft local offer and trial an integrated assessment approach. The result? EHC plans being delivered more quickly and families reporting better experiences. As one parent put it, “The process was smooth and easy and felt very personal to us as a family”. That’s exactly what I want every parent to be able to say.

In Cheadle, the Seashell Trust is bringing professionals from different agencies together in one place to carry out assessments - which is better for them and better for the families in their care. I was able to visit the Trust recently and was really impressed by what I saw.

And we can see personal budgets stimulating innovation in the SE7 area as they shift the focus from the mechanics of provision to the potential of each young person. One parent told us that having a personal budget “…has made us think differently about how we might approach his longer-term care and support needs and the role we could play in this, to the extent that we are looking into setting up a parent-led residential care service for him and other young adults as a long-term venture”.

Now, we often talk about empowering families and putting them at the centre of services. I think this is what it looks like.

But there’s, of course, more to do.

Families have consistently told us - and all of you - over the years how hard they’ve found it to get information, to deal with different agencies, to find their way through the system.

That’s why we’re putting £30 million into recruiting and training independent supporters to help families in the transition to the new system, which are intended to also help you.

And I’m optimistic that these supporters and the generally more collaborative thrust of the new system will not only help put children’s needs first, but improve relationships between parents and professionals - and reduce the conflict that’s all too prevalent in the current set-up.

Indeed, developing good links with parents and doing all you can to involve them, now and in the long term, is utterly vital to the cultural shift that’s needed to make these reforms a success; to helping families understand what the changes mean for them and to managing expectations.

Change, inevitably, can be a rather bumpy ride, so investing in these relationships now will pay dividends in the months and years to come.

So I urge you to make them a real priority. Contact all your families with an identified child with SEND and make sure they know what will be happening come September.

Equally, early years settings, schools and colleges also need to get young people and parents on board - especially when it comes to working with councils to develop the local offer and their own school offer.

And I’m also keen to see schools and local authorities joining up with health wherever possible so that support can be provided earlier.

In planning ahead, the Code - which is firmly based on best practice - is a good guide, particularly as regards to greater integration with health and education. As you know, this will kick in at all levels.

I also want to be clear that we don’t expect you to have everything done and dusted on day one. This is a marathon, not a sprint.

There are, of course, certain things that you must have in place for September - information and advice, the local offer and the capacity to assess those wanting a new EHC plan. Others, like joint commissioning and the offer for young offenders, will take longer to develop.

Because, as I said before, these are undoubtedly changes on a large scale that come with big challenges, but also - we shouldn’t forget - a big opportunity - the biggest for a generation to change the lives of some of our most disadvantaged children.

And with over 1.5 million children and young people relying on our SENprovision in just our schools, I accept that it won’t all be plain sailing. But, be in no doubt, we are behind you all the way; offering support from our expert advisers or from Mott McDonald, putting money behind the new system, monitoring closely how it works. So I urge you to seize this chance to really raise our game for these young people.

To go as far and fast as you can to help them tap into their unique talents.

To support them to aspire and achieve at school, at work and as happy, fulfilled adults.

To do the job you came into the profession to do - the very best for those in your care.

This is what our drive for innovation in this and other areas is all about. Not change for its own sake. Not ideology. All I’m interested in, and what drives me, is what works to provide better support and better prospects for vulnerable children.

And no-one has a keener understanding of what this means than the young people themselves and their parents. Something that’s been driven home for me, time and time again, not only on visits to schools and colleges, but also through the invaluable advice that I receive from EPIC, a group of very bright, articulate young people with special educational needs and disabilities.

They remind me what really matters and why we’re all doing this - and what an incredible difference we can make to their lives when we get it right. So do take every opportunity to reach out to families as you implement these changes - you won’t regret it.

So can I thank you, once again, for the hard work and commitment that all of you here and beyond have put in so far. The wider pressures you’re under are not lost on me either. I want you all to succeed. I believe we’re on track, and I’m confident that by continuing to work together, we can ensure that there are no limits to what children with SEN - indeed all children who need your support - can achieve.

Thank you.

]]>Autism | what is it?Autistic Spectrumthe EditorTue, 15 Jul 2014 10:48:26 +0000http://www.katherinegoodsell.co.uk/blog/autism-what-is-it514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:53c4f7bfe4b02bb571b7aecaAutism is a difference in the functioning of the brain. It is not a mental
illness but a neurological difference! Everybody with autism spectrum
disorder has personal strengths but it can also cause some challenges to be
experienced.

The Mansion | Bletchley Park

Autism | what is it and how will it affect me?

Autism is a difference in the functioning of the brain. It is not a mental illness but a neurological difference! Everybody with autism spectrum disorder has personal strengths but it can also cause some challenges to be experienced.

If you are an individual with autism or autistic spectrum disorder (ASD) it can affect you in several areas including communication, interaction and behaviour.

If you are an adult caring for a person with autism or ASD, you may feel pressured and challenged particularly if a diagnosis has not yet been achieved.

Autism Spectrum Disorder is a condition that affects how a person communicates with and relates to other people. It also affects how they make sense of and interact with the world around them.

All individuals with ASD are very different but there are some core similarities, including

Persistent difficulties with social communication and social interaction. For example, individuals may struggle to initiate or continue a conversation, they may not understand social rules such as recognising a need for personal space or not interrupting others who are speaking or they may find it difficult to form and maintain friendships. Often there is a preference for completing tasks on an individual basis and sometimes being placed in a social situation can cause significant anxiety. They may not understand other’s facial expressions / body language or the intentions or utterances of others which can be confusing for them and may generate misinterpretations.

Restricted, repetitive patterns of behaviour, interests, or activities. For example, they may develop an intense interest or preoccupation with an object or may require a fixed routine or ritual to be followed. In some cases repetitive body movements may be observed, or they may be hypersensitive to certain sounds or visuals.

Strengths

Many people on the autism spectrum have significant strengths. These may include an exceptional eye for detail or memory of events or facts, a high level of accuracy and consistency, be very dependable and have the ability to prosper in a structured and methodical home and work environment. Some also have extensive artistic and inventive talents!

Many individuals with autism do not consider autism to be a disability; hence autistic spectrum condition is becoming a popular name. As we said earlier it can be considered to simply be a neurological difference!

Sensory Sensitivity

Individuals with autism may be prone to sensory sensitivity including all seven of the following: vision, hearing, smell, taste, touch, proprioception (relative position and movement of neighboring parts of the body and muscle tension) and vestibular (balance).

Hyper-sensitivity – when a reaction to a stimulus is overly intense in relation to the expected reaction, for example, an extreme aversion to certain sounds or smells.

Hypo-sensitivity – when a reaction to a stimulus is lower than what you may expect, for example, a high threshold to pain.

Co-morbid condition

Many individuals with autism may have other conditions such as epilepsy and gastrointestinal problems. They may also have mental health problems such as anxiety and depression.

Causes

Most researchers believe that ASDs have a variety of causes, perhaps all affecting the same brain systems, or impeding development through disruption of different abilities necessary for social and communicative development. Whether environmental factors interact with genetic susceptibility is as yet unclear. Medical Research Council. (2001). MRC review of autism research: Epidemiology and causes. London: MRC.

Four main sub-types of autism used to be recognised within the Diagnostic and Statistical Manual of Mental Disorders, fourth edition, published by the American Psychiatric Association. This included:

Autistic Disorder, also known as autism, childhood autism, early infantile autism, Kanner’s syndrome or infantile psychosis.

Asperger Syndrome, also known as Asperger’s disorder or simply Asperger’s.

However the fifth edition of Diagnostic and Statistical Manual of Mental Disorders, DSM-5, published in May 2013 simply recommends one diagnosis called Autism Spectrum Disorder.

Challenges

Some people may also behave in difficult and challenging ways; however, this isn’t generally in a pro-active way but is habitually in response (a reaction) to a perceived challenge or difficulty, for example, being asked to put a particular toy down, eat dinner in a different chair or someone asking for the time whilst your completing your usual routinised walk to the bus stop. Some may also have learning difficulties and speech impairments.

Because of these problems, autistic people often struggle to make friends, have successful relationships, do well at school, or obtain appropriate jobs. However, with the right support which is individualised to the needs or the person many can and will lead relatively independent lives. Others will continue to need assistance, compassion and tolerance throughout their lives.

Children and young people on the autism spectrum as well as their parents and carers face many issues on a day to day basis. However, with the right support and tailored interventions we can assist you with enhancing the wellbeing of your family.

People who have ASD can often feel excluded.

Adults can face equally difficult scenarios, including challenges in managing their daily living skills, relationships, employment and stress related conditions. However, again with the appropriate support simple changes can afford each individual with an improved quality of life, and in many cases, adults with autism can manage to live independently and gain employment and subsist successfully in the community.

Of primary importance is the FACT that each individual with autism is absolutely unique. One size does not fit all! Every person has exclusive needs and abilities.

Autism | diagnosis and expert advice

We specialise in autism diagnostic assessments for both adults and children.

Having being fully trained in both the Autistic Diagnositic Interview – Revised (ADI-R) and the Autistic Diagnostic Observation Schedule (ADOS) and gained extensive experience of working with persons on the autistic spectrum we achieve an accurate assessment and diagnosis of autism and pervasive development disorder across ages, developmental levels and language skills.

Diagnostic Assessments

We offer two levels of diagnostic assessments; we can help you to choose the appropriate level based upon the complexity of the presenting problems.

Standard Assessment

The Standard Assessment - the aim of this assessment is to provide a definitive diagnostic opinion about the presence, or not, of an Autistic Spectrum Condition by completing an ADI-R Clinical Interview with a parent and an ADOS assessment with the child or adult being assessed.

We can deliver assessments at our practice or in your home.

Enhanced Assessment

The Enhanced Assessment is completed over 3 to 4 appointments and includes assessment of Autistic Spectrum Conditions and if required co-morbid psychiatric disorder assessment. Included within this service is a review of intellectual ability (IQ and possible learning difficulties including dyslexia, dyscalculia and dysphasia). Additional tests may also be recommended such as ADHD and executive functioning.

For adults, an assessment of personality may also be required, particularly if one is experiencing significant difficulties in particular domains. A school observation session and home visit is also completed to gain a full understanding of how your child interacts with others in a non-clinical, more natural environment.

After the above assessments have been completed you will receive a comprehensive report detailing the assessment results complete with recommendations on how to support you, your child or other family member with his/her social, behavioural, educational and emotional needs. Two follow up support sessions will also be provided.

Children who have been assessed by us have been offered additional support and help with learning. We have engaged schools and offered face to face meetings to discuss the interventions ensuring we give the best level of service possible.

We can meet with the school to discuss your report in person

For families it can improve an understanding of a child’s behaviour, giving them the answers to a lot of questions and informs of helpful strategies and interventions and new ways to engage and communicate with your child.

Our interventions can help provide new ways in communicating with your child

We are registered with the Health and Care Professions Council, British Psychological Society, British Dyslexia Association and the National Autistic Society.

For an informal chat about our services why not call us on 01908 766543 or send us an email at ask@katherinegoodsell.co.uk

]]>Autism | what is it?New 'Motivational Collection' artwork Artworkthe EditorTue, 10 Jun 2014 13:02:08 +0000http://www.katherinegoodsell.co.uk/blog/new-motivational-collection-artwork514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:5396ffb1e4b025509352f1d9Our new 'motivational collection' at our practice in the Mansion House at
Bletchley Park. Inspired by those who inspired us.We have just launched our new 'motivational collection' of artwork which is displayed at our practice at Bletchley Park.

Inspired by some of the most motivational people to have lived, the collection reminds us of how we think about our own lives, in particular thinking errors that can affect us in difficult or complex situations.

If you are interested in our collection we would love to know your thoughts.

Maya Angelou - Feelings

The 'Motivational Collection' from the Coaching Practice at Bletchley Park | Milton Keynes

Henry Ford - Positive Thinking

The 'Motivational Collection' from the Coaching Practice at Bletchley Park | Milton Keynes

Steve Jobs - Living

The 'Motivational Collection' from the Coaching Practice at Bletchley Park | Milton Keynes

Earl Nightingale - Thinking

The 'Motivational Collection' from the Coaching Practice at Bletchley Park | Milton Keynes

]]>New 'Motivational Collection' artworkAutism: Providing potential employment across the 'spectrum'Autistic SpectrumNews and Articlesthe EditorFri, 09 May 2014 15:09:19 +0000http://www.katherinegoodsell.co.uk/blog/autism-providing-potential-employment-across-the-spectrum514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:536ced70e4b0ef7a9fb7f5beSpecialisterne aims to equip people with autism or Asperger's with the
right tools for finding work in today's IT sector.Clare Weir

Belfast Telegraph

They're highly skilled, highly motivated and they thrive on structure and direction. Their pattern recognition, focus, and attention to detail are highly prized in many sectors.

But they still find it tough to get jobs, because they are living with conditions like autism and Asperger's Syndrome, which can sometimes affect their ability to interact with others in the workplace.

Now an initiative to help 50 people with an autism spectrum disorders (ASD) get professional jobs in the IT sector within the next five years has been launched in Belfast.

Danish organisation Specialisterne (the specialists) is leading a global movement to create 1m jobs for people with Asperger's syndrome and high functioning autism – some traits of which are prized skills in software testing and data conversion.

Specialisterne Northern Ireland is based in the Skainos Centre in east Belfast and has been supported by Invest NI through the Social Entrepreneurship Programme.

The organisation has already been in talks with several key IT firms in Northern Ireland and elsewhere in the world, companies like SAP, TDC, Nokia, Deloitte, CSC, Microsoft, IBM, Cisco have already teamed up with the initiative.

The IT industry in Northern Ireland is estimated to employ 16,500 people across 700 companies, including 100 international investors and despite predictions that there will be an additional 2,300 new jobs each year in the sector in Northern Ireland until 2019, companies are still struggling to fill positions.

However, there are estimated to be over 20,500 individuals in Northern Ireland thought to be "on the spectrum".

With only 15% of adults with such conditions considered to be in full-time employment, but most willing and able to work, the team behind the Specialisterne project say that the programme will help address both the shortfall in IT positions and the employability of people with autism and Asperger's.

Sharon Didrichsen, the manager of Specialisterne in Northern Ireland, has a background in IT recruitment and said that the sector in Northern Ireland is keen to recruit the best, most talented people regardless of label.

"Since we launched a few weeks ago, we have already taken on and are working with 15 candidates and have had enquiries from many more," she said.

"There were a total of 30 companies at the launch, all leading names who are expanding and who realise that those who score highly on the diagnosis for spectrum conditions are also those who thrive in an IT or in a science, technology, engineering or maths environment.

"The initial candidates were selected by recommendation with charities we have worked with.

"We initially meet the candidates in their home surroundings to see what life is like for them and then invite them to interviews and meetings at Skainos.

"Unlike most recruiting agencies we stay connected with the company and the candidate and we are available for any help or support that either the employee or the company requires.

"The whole aim is independence so at some stage the company, like SAP has in Dublin, will say 'it's OK, we've got this' and we reduce our involvement.

"Some of the barriers to work may seem really innocuous. We worked with one gentleman who had sensory issues and was hypersensitive to touch and the feel of certain fabrics and could only operate comfortably in a tracksuit. Because he was turning up to job interviews not wearing a suit, despite his skills, he was turned down for the job.

"Since working with him he has now got a job in Microsoft and is doing really well.

"Half of our job is just listening and communicating and providing a bridge between talented people and their potential workplace and placing candidates accordingly.

"We have brilliant people with amazing skills and qualifications who just have to negotiate a few obstacles to step into the right role."

At an event to mark the recent launch of Specialisterne in Northern Ireland, delegates had to make a duck out of pieces of Lego. The task shows that there are many possible variations of ducks - which Ms Didrichsen says demonstrates that creativity can come from many diverse perspectives.

Chris Murray, who has Asperger's, represents disabled students on behalf of NUS-USI, is the first appointment for the union in Northern Ireland to represent disabled students at the University of Ulster and Queen's.

He has set up a number of support mechanisms and policies to assist students and said that the Specialisterne project is "absolutely crucial".

"More and more students are receiving diagnosis on the spectrum, more and more young people are going into higher education and more and more people are coming out with degrees and these aspects are not being tied together," he said.

"Specialisterne ties them together. The attention to detail, the logic, the focus and the analytical skills of a lot of people on the spectrum are highly valued in a lot of sectors, particularly in IT.

"During my own education, I completed two years' study, then had a placement, then went back to do my final year.

"I applied to around 50 or 60 companies, I got interviewed for around a third of those places and was always told, my CV looked great, my technical skills seemed great, but I just wasn't presenting myself well at interview.

"Specialisterne provides both the applicants and the companies really important information. It tells the candidates what questions to expect, so that they don't freeze or freak out. It is really important for people on the spectrum to know things in advance and to be able to plan ahead.

"Employers are also made aware of some of the traits to they can also tailor the recruitment process and make the workplace a bit more comfortable.

"People on the spectrum are high functioning, they like to be busy and structured and thinking, they don't want to be sitting at home claiming benefits. IT companies are crying out for people with their type of skills. Specialisterne will address both these really important issues."

The scheme has already been a big success in Dublin.

Patrick Brophy now works for quality assurance in SAP, but said Specialisterne helped him land the job.

"The project set up meetings with HR people and people were there to advise me on what to do prior to the interview, what I could bring with me to make me stand out, how to dress and what kind of questions to expect," he said.

"I had been worried about what to say but I was able to bring my laptop and show the panel projects which I had worked on before and that made a big impact.

"SAP as a company has been very supportive, for instance if I am working on X, Y and Z, there is always someone there to give me a specific task so that I do not get blocked on X and I can get the job to completion.

"I would definitely encourage anyone with autism or Asperger's or any other condition on the spectrum to get involved in Specialisterne as without it I could still be unemployed."

Case studies

Specialisterne already operates in Dublin. Here are two success stories from software company SAP.

Dara McMahon dropped out of university as he was finding it hard to motivate himself and admits he was "in dire straits".

"A friend who was working as an intern for SAP told me about Specialisterne so I went along to a meeting," he said.

"I took part in a workshop where people had to pair up and it helped the leaders learn what our skills were and what we were good at.

"I have pretty good functions and don't have too many difficulties being around people. However my employability chances would have been slim to none before I heard about Specialisterne.

"Within just a few months I was working at SAP.

"The work I do is manual dispatching, so when an issue comes in from a customer I have to see who is available to handle it.

"I am also now earning how to deal with customer queries myself and I hope to learn more skills in the future, I find the work really interesting," he added.

Patrick Brophy, who works for quality assurance in SAP, was diagnosed with Asperger’s at 14 and said that his social difficulties meant he couldn’t exploit his talent for computers to the full.

“When I was a kid I found it much more difficult to get on with people. I missed certain social cues like sarcasm, which are typical in a social environment, which made it much more difficult for me to integrate with other people,” he said.

“I knew I loved computing in school, I did a four-year degree course in software systems at Dublin City University. I knew there was always going to be new technologies, there were always going to be new challenges, I know it is something that I am good at and excel in.

“However in the three years before I joined SAP, I probably sent out more than 200 job applications and only was called to about 10 interviews.

“My parents told me about Specialisterne and within about two months I’d landed a job with SAP. I think my prospects of finding a job would have been much more difficult without the project — it helped me to get the foot into the door of one of the biggest software companies in the world.”

]]>Mentoring students from City University LondonCoachingthe EditorFri, 14 Mar 2014 18:03:54 +0000http://www.katherinegoodsell.co.uk/blog/mentoring-students-from-city-university-london514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:53233face4b0556272c32c82Dominic attends the launch of City University London's mentoring scheme for
2014

On the 20th February Dominic attended London City University's mentoring induction evening. The event marks the beginning of the mentoring program for hundreds of City University students.

City University is ranked 10th for both graduate employability and starting salaries, City students' career progression is supported in a many innovative ways. The Professional Mentoring Scheme matches undergraduates with experienced professionals to develop their skills, confidence and future employability.

As a student mentee you are assigned a Professional Mentor who will support, advise and guide you towards personal and professional development.

This is a great way to compliment a students studies, developing their confidence, employability and professional network.

The scheme is aimed at students who don't get professional insight into industry as part of their course.

Benefits of being a mentee:

Gain insight to the graduate labour market and clarify your career plans

Receive one-to-one support and guidance on your CV

Having someone from your field or related field help you prepare for your interviews

It is a stepping stone to becoming a highly employable graduate

Mentoring is one of the most rewarding experiences I can think of. It allows you to work with someone who is talented with drive and ambition. The most rewarding part is being able to be a part of the foundation that is being built ready for their future.

— Dominic Goodsell

Dominic is volunteering his coaching and mentoring services to students at City University for 2014.

]]>Mentoring students from City University LondonEducational Health and Care Plans | coming this SeptemberEducationAutistic Spectrumthe EditorFri, 14 Mar 2014 17:26:48 +0000http://www.katherinegoodsell.co.uk/blog/educational-health-and-care-plans514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:53233a87e4b0432b1d544f8eThe Children and Families Act 2014 has now receieved Royal Accent and will
come into force from this September. Find out how this effects your child

The Children and Families Act 2014 has now received Royal Accent and will come into effect from September this year.

We have been busy monitoring the Acts progress since its birth and watched closely its passage through Parliament.

It will transform the way special educational needs for young persons are provided for by creating an Educational Health and Care Plan for those who require one and are aged between 0 and 25.

Parents will be given for the first time the power to control personal budgets for their children with severe, profound or multiple health and learning - meaning they can choose the expert support that is right for their child, instead of local authorities (LAs) being the sole provider.

A summary of some of these changes

Replacing SEN statements and learning disability assessments with a new birth-to-25 education, health and care plan - setting out in one place all the support families will receive

Requiring better co-operation between councils and health services to make sure services for children and young people with SEN and disabilities are jointly planned and commissioned

Giving parents and young people with education, health and care plans the offer of a personal budget - putting families firmly in charge

Requiring councils to publish a ‘local offer’ showing the support available to all disabled children and young people and their families in the area - not just those with educational needs

Introducing mediation for disputes and trialing giving children and young people the right to appeal if they are unhappy with their support

Introducing a new legal right for children and young people with an education, health and care plan to express a preference for state academies, free schools and further education colleges - currently limited to maintained mainstream and special schools.

]]>Educational Health and Care Plans | coming this SeptemberSensory Rooms in Mainstream SchoolsAutistic SpectrumChildrenthe EditorFri, 07 Mar 2014 08:46:49 +0000http://www.katherinegoodsell.co.uk/blog/sensory-rooms-in-mainstream-schools514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:531972ece4b01a2dce59f3baChildren with autism like space, so how hard is it for mainstream schools
to provide for this?Children with autism like space, so how hard is it for mainstream schools to provide for this?

Autism

In most medium to large organisations (some small businesses as well) you will find a room that has been offered for religious purposes, often called prayer or multi faith rooms. These rooms provide people of all faiths a quiet, reflective environment to support the religious needs of an individual. They are not only used because ones faith requires them to 'pray' necessarily at certain times during the working day (with the exception of Muslims) but are used quite often by people who require some 'break out' time from their often busy, stressful and demanding day.

Employers are not required to provide a prayer room, the law does not tell them they must but those who do see how it can stimulate good relations between those of different faiths. It also provides for the needs of those who struggle to manage levels of high stress and anxiety and can support the development of a productive workforce.

So how many schools offer a quiet room for those with autism or children suffering from anxiety? The answer sadly, is not enough.

The major difference between faith rooms in an organisation and a quiet room in a school is supervision. Children need to be supervised and this means finding a suitably trained person to supervise the room when in use. This can add a financial or logistical issue to the process.

The challenge for schools is to focus on the longer term benefits of providing this facility and to avoid 'thinking errors' that can fabricate short term problems.

What can the quiet room be used for?

Quiet rooms are sensory controlled calming zones. The room is not a place for exclusion, and it is not a place for the purpose of punishment. Rather, it is a space to help children to calm down, and to begin to use self-regulation skills. It can provide support for a wide range of children's difficulties but they must be used in conjunction with targeted intervention and coping strategy building. The aim is eventually for those who may use it regularly to reduce their dependence on it as their schooling progresses.

How to design a sensory room

Children who are on the autistic spectrum may benefit from further considerations in the design of such a room such as curved walls, space and general openness within the room. A simple example of this would be to place all the furniture to the side of the room, leaving the middle as free as possible.

Painting the walls in calming colours.

Providing equipment can be expensive or cheap, it really depends on how you decide to proceed. Providing a couple of giant beanbags, fibre optics and a small sound system to play music could be provided for less than £200 if you shop around. Or you could go straight to a well know manufacture of expensive audio visual equipment and spend £2000 on a surround sound system. It really depends on how many students will use the room, how often, and of course, your budget.

Some items that are commonly found in sensory rooms:

Soothing music

Vibrating cushions

Fibre optics

Mirror balls

Bubble tubes

Water beds

Tactile walls

Disco lights

Projectors

Equipment that is activated by switches, movement, sound or pressure so that people learn about cause and effect.

If you don't have the money or the space to have a sensory room, try creating a sensory corner with a seat that is screened off from the main room by hanging a long sheet of dark fabric from the ceiling. A few of the items listed above could be brought into this little corner.

Godwin Emmons and McKendry Anderson (2005) suggested creating a sensory bag or sensory basket, which could contain a selection of sensory items that can travel around with the child or adult, and possibly help them to manage any stress, anxiety or sensory overload. They suggest that some or all of the following could be kept in the sensory bag:

Stress balls

A whistle with the pea removed for hard blowing

Unbreakable mirror - for the person with autism to be able to see their emotions

Two footprints that can be put on the floor for jumping or stomping

Scented lotions.

Again, the idea here is that you can provide something without spending a fortune!

Some common known 'problems' or excuses

"There is no room available"

It would probably be more helpful to explore potential options of creating a room to make available.

Some rooms may be under used to the extent that they could be divided into two with some small outlay on partitioning.

Renting a portacabin or other temporary structure and looking at local authority or charitable funding to support it.

"We have no staff available"

Approach specialist support groups in the area for voluntary assistance

Many universities now provide degree and masters level qualifications in special educational needs.

Contact and discuss partnership placement working for students who can offer their services on a voluntary basis. In return they are able to provide experience on their CV for potential employers after they leave university.

Where two or more schools are closely explore the possibilities of a shared environment.

"There is no money in the budget"

This provides for fundraising opportunities

Approaching charities for support or assistance

Parent donations

If it takes three years to fund it then it takes three years but at least the school is working towards the goal of creating one.

"We can’t afford for a consultant to help us"

The National Autistic Society and other leading expert groups will, on most occasions provide this assistance for free…..contact them and find out!

These are all options that can be explored further

It is far easier to give an excuse as to why you can’t do something then explore the possibilities of how you can do something

]]>Sensory Rooms in Mainstream SchoolsLewis Gill: Bournemouth death punch sentence reviewedAutistic SpectrumNews and Articlesthe EditorThu, 27 Feb 2014 21:22:36 +0000http://www.katherinegoodsell.co.uk/blog/lewis-gill-bournemouth-death-punch-sentence-reviewed514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:530fab31e4b00ea782910b7bThe attorney general is considering whether the four-year sentence given to
a man who killed another man with asperger's with a single punch is too
lenient.BBC News

Andrew Young, 40, suffered a head injury and died in hospital after the assault in Bournemouth in 2013.

Lewis Gill, of Sutton, south London, admitted manslaughter and was jailed at Salisbury Crown Court on Friday.

Justice Secretary Chris Grayling said the attorney general was considering seeking a longer sentence.

This is why more work is needed to raise awareness of how people on the spectrum may behave. The awareness needs to be raised at primary school and not only when people become adults and develop their own misunderstandings of the issue.

— Dominic Goodsell

He called it a "repugnant crime", adding: "I think most of the public will feel justice hasn't been done."

"In a case where [the attorney general] judges the sentence to be too lenient, he can go back to the courts and seek a longer sentence," Mr Grayling said.

"He may choose to do this in that case."

Dorset Police described the killing outside a Tesco Express store in Charminster Road as a "violent attack on an innocent man".

CCTV showed Mr Young, who had Asperger's syndrome - a form of autism - apparently challenging Gill's friend, who was cycling on the pavement.

Moments later, Gill, 20, who was walking along behind, was shown punching Mr Young in the face.

Mr Young fell backwards and hit his head on the ground.

Conservative MP David Davies told the Daily Mail it was an "outrageously lean sentence".

Chris Grayling told Daily Politics the sentence was being reviewed

"In two years he will be out walking the streets after taking somebody's life," he said.

"He has attacked someone unprovoked and should be properly punished.

"People need to realise if you punch someone like that, and they fall backward, they can die."

Gill, who carried out the assault on 6 November, had an extra six months added to his sentence after admitting an unrelated charge of handling stolen goods and breaching a suspended sentence order.

]]>Lewis Gill: Bournemouth death punch sentence reviewedChildren of older fathers at risk of low IQ, autism and suicideAutistic SpectrumNews and Articlesthe EditorThu, 27 Feb 2014 21:12:39 +0000http://www.katherinegoodsell.co.uk/blog/children-of-older-fathers-at-risk-of-low-iq-autism-and-suicide514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:530fa8b5e4b059649e4b5efaChildren of older men are more likely to suffer from autism, bipolar
disorder and schizophrenia as well has having lower IQs and poorer academic
performance, a study suggestsBy Sarah Knapton, Science Correspondent

The Telegraph

Family

Men should not leave fatherhood too late because children of older fathers are more likely to suffer a raft of psychological and educational problems, scientists have warned.

The biggest study of its kind has found that the children of fathers aged over 45 were at greater risk of autism, bipolar disorder and schizophrenia as well has having lower IQs and poorer academic performance.

Women have traditionally been warned that they should not delay motherhood but because there is no male menopause, men have tended to believe that it is safe to father children in older age.

However when researchers at Indiana University and the Karolinska Institute in Sweden looked at the outcomes of more than two million children born between 1973 and 2001, they discovered worrying trends.

Children born to a 45-year-old man were 13 times more likely to have ADHD than those born to a 24-year-old man and were 3.5 times more likely to have autism and 25 times more likely to have bipolar disorder.

They were also nearly twice a likely to have dropped out of school early and have lower IQs.

“We were shocked by the findings,” said Brian D’Onofrio, lead author and associate professor at Indiana University.

“The specific associations with paternal age were much, much larger than in previous studies. In fact, we found that advancing paternal age was associated with greater risk for several problems such as ADHD, suicide attempts and substance use problems.

“Traditional research suggested advancing paternal age may have diminished the rate at which these problems occur.”

Over the past 40 years the average age of childbearing has been increasing steadily for both men and women.

According to the Office for National Statistics the average woman gives birth just a week short of her 30th birthday while first-time mothers are also older, at just over 28. The average age of fathers is now 32 years and six months.

However many men are still having children into their 50s and 60s. Gordon Brown, the former Prime Minister, had his second son James aged 55, while Sir Paul McCartney fathered his daughter Beatrice aged 61.

Women are born with all their eggs, but male sperm is constantly replicating. Each time sperm replicates there is a chance for a mutation in the DNA to occur. As men age, they are also exposed to numerous environmental toxins which have been shown to cause DNA mutations in sperm.

Molecular genetic studies have shown that the sperm of older men have far more mutations than those of younger men.

Dr Allan Pacey, fertility expert at the University of Sheffield, said men should have children as young as possible.

“This is the biggest and most comprehensive study of its kind and it really highlights that there is a time limit for dads on when they should have their children.

“Men don’t have the menopause, they don’t stop their ability to have children as they age, but what we do see is their partners struggle to get pregnant and have more miscarriages and they increase the risk of their children having a range of problems.

“I think the changes start to take place when a man gets to 40, you start to notice detectable differences in his offspring.

“My advice would be that if you are in a position to have your family early then do it, even if you want to wait a bit longer. Nature wants you to have children early."

Dr D’Onofrio said the study could have important social and public policy implications and employers and the government should make it easier for men and women to have families earlier rather than having to set aside family life in their 20s and 30s for career goals.

“While the findings do not indicate that every child born to an older father will have these problems, they add to a growing body of research indicating that advancing paternal age is associate with an increased risk for serious problems.

“As such, the entire body of research can help inform individuals in their personal and medical decision-making.”

However Dr Mark Pearce, an epidemiologist of Newcastle University, believes the problems could be behavioural as well as biological.

“We have found previously that the children of older fathers are less active so behavioural reasons may also been behind these findings.

“We don’t know the relationship between father and children in this study, and for issues like suicide and substance abuse that is likely to have the biggest impact.

“It’s important to note that the risks are small and not all older fathers are going to have these problems. A lot more research needs to be done before we start changing advice to fathers.”

The study was published in JAMA Psychiatry.

]]>Children of older fathers at risk of low IQ, autism and suicideOne in ten people are dyslexicEducationthe EditorSun, 02 Feb 2014 23:41:36 +0000http://www.katherinegoodsell.co.uk/blog/one-in-ten-people-are-dyslexic514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:52eed7bfe4b0db4ac4c1ba43One in ten people are dyslexic. But having difficulty with words doesn't
have to hold you back.What does it mean?

Dyslexia

Dyslexia literally means "difficulty with words". It affects one in ten of us, some more than others, and famous dyslexics include Jamie Oliver and Richard Branson.

If we have dyslexia:

We often have difficulty with reading, writing and spelling. It takes us longer to do these things and we have to work harder than others.

Working with numbers, directions and short-term memory may also be affected.

We may be better at talking than we are at writing.

We learn best by being "hands on" and trying things out.

We are often very good at other stuff like art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.

We may get fed up at school as we often fall behind in some subjects, or get told we're not trying.

Being dyslexic doesn't mean you're thick. In fact, you may score very highly on IQ tests - it has nothing to do with intelligence. Dyslexia often runs in families.

How do I know if I have dyslexia?

If you think you have dyslexia, speak to your teacher. Every school should have a special needs coordinator who could test you for dyslexia, or arrange an educational specialist to do this. If the school are not able to do this or the wait is too long then speak to us as we can help with an immediate appointment.

How is dyslexia treated?

If you have dyslexia, you should get educational support. This support aims to help overcome the problems dyslexia brings, for example to improve your reading speed.

We offer a range of educational assessment to diagnose specific learning difficulties and to make recommendations on how best to support you.

]]>One in ten people are dyslexicA TRURO woman with autism is impressing bossesAutistic Spectrumthe EditorSun, 02 Feb 2014 23:37:28 +0000http://www.katherinegoodsell.co.uk/blog/a-truro-woman-with-autism-is-impressing-bosses514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:52eed6c7e4b07591d519d03cAmanda Brill has been volunteering with the Pearl Centre in Truro and is
responsible for collecting charity boxes and then counting the donations
before the money is banked.By Chris Matthews

Gavin Pedley, manager of the Pearl Centre, said: "It's wonderful to see Amanda enjoying being an active member of the local community.

"She always turns up on time and is eager to do her job – but only after her cup of tea, of course."

The Pearl Centre is run by Spectrum, a local autism charity which provides free information and resources to local individuals and families living with autism.

Each month Amanda goes to local shops and manages which ones have boxes and when they need to be changed.

To arrange to have a collection box, organised by Amanda, call 01872 278378.

]]>A TRURO woman with autism is impressing bossesTackling the ToothbrushAutistic SpectrumKatherine GoodsellMon, 13 Jan 2014 20:02:07 +0000http://www.katherinegoodsell.co.uk/blog/tackling-the-toothbrush514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:52d44502e4b0c9618e6c813bChildren in general run from brushing teeth but for individuals with autism
it can be even more difficult. Tastes and smells can become too much. This
struggle can lead to tooth decay and even more pain and suffering at the
dentist. A few tips and strategies for you to try out.Children in general run from brushing teeth but for individuals with autism it can be even more difficult. Tastes and smells can become too much. This struggle can lead to tooth decay and even more pain and suffering at the dentist. A few tips and strategies for you to try out.

The toothbrush:Let them choose!Whether it is Thomas the Tank engine, Mushy Monsters or Harry Potter it is typically pretty easy to find a toothbrush with that favoured character. Sometimes that alone is enough to motivate those that are more reluctant to cleaning their teeth.

Manual or Battery:Some parents recommend using a vibrating toothbrush as it counteracts the oral sensitivity and provides the necessary stimulation.

Sensitivity to the bristles: Every individual is different so try a range of toothbrushes.Some will feel softer and more comfortable than others.

Toothpaste: Many of the adult minty flavours are too overpowering for those with autism that I have worked with.You have to try lots of different ones to find one that’s more palatable.

The routine:Talk the child through it. Left, then right, over and over until it becomes routine.Count the strokes. When you give a definite amount to go for, there is a goal set. The child knows how much longer he must endure it, making it easier to go through with it. He also knows exactly when to switch sides, go up and down or back and forth.

Control: Let the child do most of the brushing. No matter how terribly it works out, it empowers the child and lets him or her feel capable. You can always go over it afterwards.

Play brushing games:You both brush at the same time, the child brushes you and then you brush back, number games, superhero games, the sky is the limit.

Keep to a certain routine:That might include going to the bathroom, washing hands with soap, rinsing it off, drying hands and then brushing teeth. If the child follows a certain routine every day and every night, it is easier on both parties to follow through.

Having a star system:Have a chart up in the bathroom and give a star sticker every time the child brushes his or her teeth. When it is filled up, you decide the best course of action.

]]>Tackling the ToothbrushNew MMR link found to autismAutistic Spectrumthe EditorWed, 01 Jan 2014 23:07:36 +0000http://www.katherinegoodsell.co.uk/blog/new-mmr-link-found-to-autism514874f4e4b0d1d31cb2f170:517fb0bfe4b0ce9de8c11426:52c49fc9e4b0842737aec7b7Parents' anxieties about the MMR vaccine were heightened yesterday after
fresh evidence pointed to a link with autism and bowel disease.Daily Mail

Parents' anxieties about the MMR vaccine were heightened yesterday after fresh evidence pointed to a link with autism and bowel disease.

Children suffering autism and a rare form of inflammatory bowel disorder have been found to have the same strain of measles in their intestines as the one in the controversial triple jab.

Although there is no proof that the measles, mumps and rubella jab has actually caused their autism or bowel disease, some experts say the discovery is 'significant'.

Campaign groups and researchers renewed their calls for single jabs to be available on the NHS.

Jackie Fletcher of JABS, which backs parents who believe their children have suffered due to MMR, said: 'This appears to be a key piece of the jigsaw, and there can no longer be any excuse for ministers and doctors to bury their heads in the sand.

'We need further research, but in the meantime the single jab should be made available to all who want it for their children.'

The research builds on earlier work by molecular pathologist Professor John O'Leary, of Trinity College, Dublin, which identified the presence of measles in the guts of children with developmental disorder without identifying the particular strain of the disease.

But the latest research led by Professor O'Leary pins the measles lodged in their guts down to MMR vaccination. Fragments of the MMR measles virus were found in 12 autistic children.

The new findings are due to be presented at the Pathological Society of Great Britain and Ireland next month.

Dr Andrew Wakefield, the specialist who first raised concerns about MMR in 1998, said yesterday: 'The Government says there is no evidence of bowel disease in these children and they are normal.

'Now it has been found that they have the vaccine strain of measles in their gut. That is significant. The Government are running out of places to go on this.

'There can be no justification for not making the single measles jab available.'

Dr Wakefield, who was effectively forced out of his job at the Royal Free Hospital in London, revealed he is to carry out studies on more than 30,000 children who have been given the single measles vaccine-Working with the Direct Health clinic in London, he aims to examine rates of autism and bowel disorder in the large group of children who have never had MMR and compare them with rates among those who have had the triple jab.

The work will be carried out in America, where Dr Wakefield is now based.

Last night, the Department of Health insisted MMR was safe - a view backed by the

British Medical Association, the Royal College of Nursing, the Royal Colleges of Paediatricians and GPs, and the Community Practitioners and Health Visitors' Association.

A spokesman added: 'There is no proven link between MMR, autism and bowel disease and as for its safety, we would point to a BMJ research article last week which looked at more than 2,000 studies and found no evidence of any link.'